摘要研究以瑞安市xx中学的初二学生为研究对象，以光学二阶段诊断式问卷和光学建模能力问卷为测量工具，分别检测该校初二学生的光学概念以及建模能力，前者可为后者提供补充。通过研究发现，该校初二学生在经过光学教学之后，依旧存在较多的迷思概念，其建模能力总体低下，特别是在模型效化与模型应用这两个建模历程中的建模能力。为此，研究者建议在光学建模教学中，(一)教师应充分重视学生的迷思概念，可提供与科学概念模型相近的类比模型，从而引导学生转变迷思概念为科学概念。 （二）教师应注重理论联系实际，既要为学生提供生活常见的光学现象，还要积极引导学生运用理论知识对其进行预测和解释。另外，可通过建构概念图，引导学生建立知识点之间的联系，帮助学生形成较为系统的知识网络。（三）教师应注意挖掘建模题材，增加建模活动，尤其突出模型效化和模型应用这两个建模历程，逐步提升学生的建模能力。48370
Abstract This study takes grade 8 students of a middle school in Ruian city as the research object,and develops an optical second stage diagnosis questionnaire and an optical modeling ability questionnaire, used to detect the optical concepts as well as the modeling capability of eighth graders, with the former serving as the supplement. Research shows that junior two students of the school still exist many misconceptions after optical teaching ,and their modeling capability is generally low, especially in the model validation and the model application. Therefore, the researcher advises that in optical modeling teaching,a) teachers should pay full attention to the students' misconceptions, by establishing analogy models,which is similar to scientific conceptual models, guidingstudents to change misconceptions to scientific concepts. b) teachers should contact theory with practice, not only provide students with the common optical phenomenon, but also actively guide students to predict and explain with their theoretical knowledge. In addition, through the construction of concept maps, students can establish the link between knowledge points, forming a more systematic knowledge network. c) teachers should pay attention to the modeling of the subject, increase the modeling activities, in particular, highlight the model efficiency and the application , and gradually improve the modeling ability of the students.
毕业论文关键词；初二学生； 光学概念； 建模能力
Keyword: eighth graders; optical concepts; modeling ability
目 录 3
引言 4
1 研究过程与方法 4
1.1限定研究范围，建构光学科学理论模型 4
1.2 发展研究工具 5
1.2.1光学二阶段诊断式问卷（见附录一） 5
1.2.2 光学建模能力问卷（见附录二） 6
1.2.3 光学建模能力问卷赋分编码表 6
1.3研究对象 7
1.3.1预测对象 7
1.3.2正式施测对象 7
1.4资料处理与分析 8
1.4.1光学二阶段诊断式问卷 8
1.4.2光学建模能力问卷 8
1.5研究流程 8
2研究结果及分析 9
2.1光学二阶段诊断式问卷结果 9
2.1.1“光的本质”子概念结果分析 9
2.1.2“光与视觉”子概念的结果分析 9
2.1.3 “光的反射（平面镜成像）”子概念的结果分析 10
2.1.4 光学概念的总体分析 11
2.2光学建模能力问卷 12 初二学生光学建模能力水平的调查研究:http://www.youerw.com/wuli/lunwen_50949.html